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The implementation of bilingual programs following a CLIL approach is one of the educational trends nowadays. It implies the active participation of the school in the development of CLIL bilingual program, giving teachers the chance to meet the characteristics of this educational approach. In the case of Asturias, the introduction of bilingualism in schools is recent, as a consequence, there are few studies about it. Also, science education is immersed in a renewal of its pedagogy which seeks to enhance students’ attitudes towards science in the context of STEM (Science, Technology, Engineering and Mathematics) education, among other objectives.
In this research we have examined a case study, the Auseva Marista School, in which a bilingual program is being developed in the first two years of Secondary education, in the areas of Science, Arts and Technology. Our objective was to analyze this bilingualism implementation, from a multiple perspective: to know the attitudes of students towards English learning and towards science in general, to find out if there was a gender gap in the students’ beliefs towards scientific issues and to describe the perspective of the teachers involved in the bilingual program. To achieve our aims we have followed a quantitative approach and used questionnaires for both students and teachers.
We have found that students taking part in the bilingual program hold really positive attitudes towards English learning, which is valued as a powerful way of communication and expression. They are also more positive about science topics than the European average, and the sample of study has not shown any significant gender influence. It is worth mentioning that teachers participating in the bilingual program of this school invest great efforts on the development of the CLIL learning environment, from proper training activities to the implementation of methodological innovations that imply project group work and student-centered learning strategies. Our results have indicated that CLIL can enhance students’ motivation towards learning, especially about English learning, and it also promotes positive beliefs and opinions about science. In that way, we can conclude that CLIL is a beneficial learning environment that boosts students’ interest.